FUNCTIONAL GRAMMAR
Grammar is the
organization of written and spoken language which is concerned with the order
of words group, clauses, and sentences and morphemes in the text. The aims to
teach grammar for students are to develop students understanding of the
language and to assist the students to use langguage more effectively. Functional Grammar
describes the relationship between grammatical structure and meaning. The term
functional refers to Halliday's view that language is as it is because of what
it has evolved to do. Thus, what he refers to as the multidimensional
architecture of language "reflects the multidimensional nature of human
experience and interpersonal relations.
Basic tenets
For
Halliday, grammar is described as systems not as rules, on the basis that every
grammatical structure involves a choice from a describable set of options.
Language is thus a meaning potential. Grammarians in SF tradition use system networks to map
the available options in a language. In relation to English, for instance,
Halliday has described systems such as mood, agency, theme,
etc. Halliday describes grammatical systems as closed, i.e. as having a finite
set of options. By contrast, lexical sets are open systems, since new words
come into a language all the time.
These
grammatical systems play a role in the construal of meanings of different
kinds. This is the basis of Halliday's claim that language is metafunctionally
organised. He argues that the raison d'être of language is meaning in social
life, and for this reason all languages have three kinds of semantic
components. All languages have resources for construing experience (the ideational
component), resources for enacting humans' diverse and complex social relations
(the interpersonal component), and resources for enabling these two
kinds of meanings to come together in coherent text (the textual
function). Each of the grammatical systems proposed by Halliday are related to
these metafunctions. For instance, the grammatical system of 'mood' is consider
to be centrally related to the expression of interpersonal meanings, 'process
type' to the expression of experiential meanings, and 'theme' to the expression
of textual meanings.
Metafunctions
Halliday
refers to his functions of language as metafunctions. He proposes three general
functions: the ideational, the interpersonal and the textual.
Ideational metafunction
The
ideational metafunction is the function for construing human experience. It is
the means by which we make sense of "reality". Halliday divides the
ideational function into two functions: the logical and the experiential
metafunctions. The logical metafunction refers to the grammatical resources for
building up grammatical units into complexes, for instance, for combining two
or more clauses into a clause complex. The experiential function refers to the
grammatical resources involved in construing the flux of experience through the
unit of the clause.
The
ideational metafunction reflects the contextual value of "field",
that is, the nature of the social process in which the language is implicated.
An analysis of a text from the perspective of the ideational function involves
inquiring into the choices in the grammatical system of "transitivity":
that is, process types, participant types, circumstance types, combined with an
analysis of the resources through which clauses are combined together.
Interpersonal metafunction
The
interpersonal metafunction relates to a text's aspects of tenor or interactivity. Like
field, tenor comprises three component areas: the speaker or writer persona, social
distance, and relative social status. Social distance and relative social
status are applicable only to spoken texts. Note - this is not so, looking at
the text of O´Halloran we are told that we no longer have the option to
contrast the various speakers but we can examine "how the individual
authors present themselves to the reader", therefore, we are able to look
at social distance and relative social status in texts where there is only one
author.
The
speaker or writer persona concerns the stance, personalisation and standing of
the speaker or writer. This involves looking at whether the writer or speaker
has a neutral attitude, which
can be seen through the use of positive or negative language. Social distance
means how close the speakers are, e.g. how the use of nicknames shows
the degree to which they are intimate. Relative social status asks whether they
are equal in terms of power and knowledge on a subject, for example, the
relationship between a mother and child would be considered unequal. Focuses
here are on speech
acts (e.g. whether one person tends to ask
questions and the other speaker tends to answer), who chooses the topic, turn
management, and how capable both speakers are of evaluating the
subject.
Textual metafunction
The
textual metafunction relates to mode; the internal organisation and
communicative nature of a text. This comprises textual interactivity,
spontaneity and communicative distance. Textual interactivity is examined with
reference to disfluencies such as
hesitators, pauses and repetitions.
Spontaneity
is determined through a focus on lexical
density, grammatical complexity, coordination (how
clauses are linked together) and the use of nominal groups. The
study of communicative distance involves looking at a text’s cohesion—that
is, how it hangs together, as well as any abstract language it uses.
Relation to other branches of grammar
Halliday's
theory sets out to explain how spoken and written texts construe meanings and
how the resources of language are organised in open systems and functionally
bound to meanings. This is a radically different theory of language from Noam Chomsky's. It
does not try to address Chomsky's thesis that there is a "finite rule
system which generates all and only the grammatical sentences in a
language". Instead of trying to determine all closed systems and listing
all words of a language, Halliday's theory tries to determine no closed system
nor set of resources.
One
basic distinction worth making is that between descriptive
grammar and prescriptive
grammar (also called usage). Both
are concerned with rules--but in different ways. Specialists in descriptive
grammar examine the rules or patterns that underlie our use of words, phrases,
clauses, and sentences. In contrast, prescriptive grammarians (such as most
editors and teachers) try to enforce rules about what they believe to be the
correct uses of language.
Example
of Sentence Analysis in Traditional Grammar
Example
of Sentence Analysis in Functional Grammar
|
The
|
Monkey
|
ate
|
banana
|
||
|
textual
|
Theme
|
Rheme
|
|||
|
Topical
|
|||||
|
interpersonal
|
Mood
|
Residue
|
|||
|
Subject
|
Finite
|
Predicator
|
Complement
|
||
|
experiential
|
Participant: Actor
|
Process: Material
|
Goal
|
||
|
syntagmatic:
|
Nominal Group
|
Verbal Group
|
Nominal
|
||
|
Deictic
|
Thing
|
Finite/Event
|
Thing
|
||
|
Determiner
|
noun
|
lexical
|
noun
|
||
IMPLICATION IN ELT IN INDONESIA
Mengembangkan potensi peserta didik agar menjadi manusia yang
beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat,
berilmu, cakap, kreatif, mandiri,dan menjadi warga negara yang demokratis serta
bertanggung jawab (UU
Sisdiknas Pasal 4). It is supported by the aim of eduction in indonesia in Pembukaan
UUD’45. The education department of
Indonesia wants the students in Indonesia are able to apply their knowledge in
education in their life as the equipment to develop thier life. Then, Vygotsky
(in Frawley,1997) states that language is a tool to solve problems in real life.
Christie (1985) emphasizes the importance of mastering language as success of
someone’s learning. Students in
indonesia must be able to use language as help to develop their life. It means
that the language education that they have learnt must be comminicable and
provided with the product. That is why the goverment proposed what have been
stated by Celce Murcia et.al. (1995) about communicative competence which
contains discourse competence,
socio-cultural, linguistic competence, actional competence, and strategic
competence.
In reality, discourse competence is actualized on the way someone do
proposed actions with language in form of text. Halliday (1985) said “language that is functional”. By means that each text which
the students learn is actually has its function and characteristics from the
author. Genres are how things get done, when language is used to accomplish
them. They range from literary forms to far from literary forms: poems, narratives,
expositions, lectures, seminars, recipes, manuals, appointment making, service
encounters, news broadcast and so on. The term genre is used to embrace each of
the linguistically realized activity types which comprise so much of our
culture” (Martin, 1985). “Literacy by
its nature is about what we do with certain types of text. It is about the
purpose and the variety of these texts and the activities to which they give
rise”(Holmes, 2004).
CONCLUSION
• KTSP employs Fungtional
Grammar approach
• Students learns
the language as function
• UAN (Final
Exam) focuses on text: Functional text and Genre text
• Functional Grammar
change view of Traditional Grammar as core into Functional Grammar
References
Celce-Murcia, Marian (1995). Teaching Pronunciation: A Reference
for Teachers of English
to Speakers of OtherLanguages. New York: Cambridge University Press.
Christie, F.
(1985). Language Development in Education: Learning Language, Learning
Culture. New York:
Ablex.
Frawley,
William. (1997). Vygotsky and
Cognitive Science: Language and the Unification
of the Social and Computational Mind. Boston: Harvard University Press.
Halliday, M. A.
K. (1985). Spoken and Written Modes of Meaning. Comprehending Oral and
Written Language. San Diego:
Academic Press.
Holmes, Janet. (2004). Introduction
to Sociolinguistics. London: Longman.
Martin, J. R.
(1985). Nominalization in Science and Humanities: Distilling Knowledge and
Scaffolding Text,
Functional and Systemic Linguistics. Berlin:
Mouton de Gruyter.
Undang-Undang
Republik Indonesia no. 20 tahun 2003 tentang Sistem Pendidikan Nasional
(SISDIKNAS) pasal 4.
Online References
http://grammar.about.com/od/basicsentencegrammar/a/tengrammartypes.htm acessed on september 16,
2011
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